Like everything in this course, further oral activities require skills that can be developed and perfected with time and practice. There are a few tips and tricks that you can find here to help you approach this form of assessment.

  1. Conduct a lot of further oral activities under different circumstances. As a minimum requirement, you must do two FOAs; one on Part 1 and one on Part 2. But the advantage to doing more is that there are more opportunities to learn from mistakes. Try doing one with minimal preparation, or 'off the cuff', early in the course. Then, later in the course, after reflecting on previous attempts, take more time to prepare and plan. Remember best one counts. You can afford to learn from mistakes.

  2. Start with the learning outcomes from Part 1 and Part 2 and plan back from there. Ask yourself: 'How will my activity show that I have met this particular learning outcome?' Unpack a learning outcome like you would an exam question or written task 2 question, using mind maps or spider diagrams. For example, for the third learning outcome from Part 1, which reads 'Demonstrate an awareness of how language and meaning are shaped by culture and context,' you can create a presentation of 10 different McDonald's ads from around the world, commenting on how this multinational corporation has shown cultural sensitivity to sell their product world-wide. 

  3. Although you may do a range of activities from presentations to debates, from interviews to theatrical plays, notice that the assessment criteria do not test your creativity. Instead they test your understanding and knowledge of one or more texts in relation to the topics studied in Parts 1 and 2. Criterion B even asks to demonstrate how language is used to create meaning. In other words, if there is no reference to the language of a primary or secondary source, the activity will fail. In essence this is what happens on the first (SL) sample further oral activity.

  4. Conduct the further oral activities in a classroom setting for all classmates to see. This creates an opportunity for peer assessment and interaction. Students can ask questions and learn from each other.

  5. Record further oral activities. Although this is not a requirement, you can learn a lot by reviewing your work. A recording makes this possible. If video recording is too intimidating, an audio recording should suffice.

  6. If you are going to use PowerPoint, use it correctly. Using PowerPoint is a skill that does not come naturally to everyone. 

  7. Listen to sample further oral activities and assess them according to the assessment criteria. This will make you more familiar with the nature of the task and make your own activity more focused and relevant.

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Comments 7

elizabeth smith 24 September 2017 - 16:31

Hello Tim

The syllabus makes it clear that the IOC must be 15 minutes , but I could find nothing explicit about the length of the FOA. What would you advise?



Tim Pruzinsky 25 September 2017 - 02:54

Hi Elizabeth,

The IB isn't clear about this. Most teachers put it at 10-15 minutes for an individual student and longer for a pair/group.


Rima Moukarzel 25 October 2017 - 18:46

I have been looking for an FOA form that the teacher and student have to fill in. I couldn't find any. Isn't there a form?

David McIntyre 26 October 2017 - 08:21

There is no form to complete, Rima. However, you (obviously) need to keep a record of what the student has done and how they have performed. At the point where you digitally submit your moderated sample to IBIS, you will need to have this information.

Kind regards,


Rima Moukarzel 29 October 2017 - 15:27

Thank you a lot, David!

Mohammed Bhuiya 12 March 2018 - 16:27

Hello David, Under Tip 3 the link to the 'failed' SL sample FOA does not work - it redirects to your homepage. Can you provide a correct link here? Could I request some more 'bad' samples of FoAs and every other assessment on your website? 95% of the samples you provide are excellent examples. Although exemplar material is always useful, it's just as helpful to see FoAs, Written Tasks, etc. which scored half marks or low marks so we can see what students should NOT do. It is also much harder to mark good/average work than it is to mark clearly excellent work. Many thanks for keeping this brilliant website running and updated.

Tim Pruzinsky 13 March 2018 - 01:14

Hi Mohammed,

Thanks for the feedback. Unfortunately, this FOA no longer exists and we can't get it back for a variety of reasons. We will also take your feedback into consideration - a variety of samples and exemplars at many different levels is helpful to see. As we add more to the site, we'll keep that in mind.


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